Name:

Dr. Naomi A.Y. Boakye

Position: Senior Lecturer, UAL      

Photo

Office:                Humanities Building 17-22

Telephone:        +27 (0) 12 420 5905

E-mail: [email protected] 

Qualifications:   BA (Hons) (English and Linguistics) University of Ghana

                                BA (Hons) (English Language Teaching) Walter Sisulu  

                                University                        

                                MA (Linguistics) University of Stellenbosch

                                MA (Sociolinguistics) University of South Africa

                                PhD (Applied Linguistics) University of Pretoria

Abridged  CV:

Naomi A.Y. Boakye is a senior lecturer in the Unit for Academic Literacy at the University of Pretoria. She was awarded a DPhil in 2013 on the topic, A socio-affective approach to improving students’ reading comprehension abilities.

Her research interests include English second language teaching, language and gender, general and applied linguistics, academic literacy and reading literacy. She has published a number of articles and presented more than 20 papers at various conferences.

Dr Boakye has taught a number of linguistics and language modules including: linguistic analysis, language as communication, pragmatics, sociolinguistics, semantics, syntax, English for academic purposes, academic reading and various discipline-specific academic literacy modules.

She referees NRF applications as well as papers for accredited journals such as: South African Linguistics and Applied Language Studies; South African Journal for Language Teaching, International Journal for the Sociology of Language, and Per Linguam. She has served on a number of professional societies, including South African Applied Linguistics Association (SAALA) and Reading Association of South Africa (RASA). She acted as chairperson of the Gauteng branch Reading Association from 2012 to 2014.

Responsibilities:  

Dr Boakye is responsible for teaching and developing teaching materials for Academic Literacy courses in the Unit for Academic Literacy. She also coordinates courses involving more than ten lecturers, and serves as the research representative for the Unit.

Research highlights:

Dr Boakye has presented a number of conference papers on English second language teaching, language and gender and socio-affective factors in reading development. She has also authored and co-authored a number of articles on L2 teaching and reading literacy.

Publications:

Research outputs:

Boakye NY, Adjei-Mensah S (2022).USING TASK-BASED LANGUAGE TEACHING (TBLT) APPROACH TO IMPROVE THE READING PROFICIENCY OF MATURE STUDENTS. Proceedings of ICERI2022 Conference, 07-Nov-2022 - 09-Nov-2022.

Olifant T, Cekiso M, Boakye NY (2022). Investigating English First Additional Language educators' reading comprehension practices in selected schools in Gauteng, South Africa. South African Journal of Education, 42 (4), November: pp. 1 - 10.

Olifant T, Boakye NY (2022). An Interdependent Literacy Model to Assist with Critical Reading Comprehension in the English First Additional Language Classroom. Education As Change, 26 pp. 1 - 26.

Boakye NY, Olifant T, Cekiso M (2021). Investigating Teachers’ Perceptions of Critical Literacy: A Case Study from Two South African Township Schools. Language Matters, 52 (2), pp. 51 - 71. DOI Number: https://.org/10.1080/10228195.2021.1942168

Boakye NY (2021). Using role play and explicit strategy instruction to improve first-year students' academic reading proficiency. Reading and Writing (South Africa), 12 (1), pp. 1 - 12. DOI Number: hpps://doi.org/10.4102/rw.v12i1.285

Olifant, T., Cekiso, MP, Boakye, N. and Madikiza, N. (2020). Investigating reading comprehension strategies used by teachers during English first additional language reading instruction. Journal for Language Teaching 71-93   DOI: 10.4314/jlt.v54i2.4

Boakye, NAY and Adika, S.K. (2020). Postgraduate students’ perceptions of their academic reading and  writing: A case of teachers studying at a Ghanaian university. Internatonal journal of Literacies 28(1):1-18 DOI: https://doi.org/10.18848/2327-0136/CGP/v28i01/1-18. Scopus

Gumede, T. and Boakye, NAY. (2020). Investigating the reading comprehension ability of Grade 9 (Form 2) learners at Bulawayo Central District high schools in Zimbabwe. Per Linguam, 36(1):71-89. DOI: https://doi.org/10.5785/36-1-938  Scopus

Angu, P.E., Boakye, N. and Eybers, O. 2020.  Rethinking the Teaching of Academic Literacy in the Context of Calls for Curriculum Decolonization in South Africa.  The International Journal of Pedagogy and Curriculum, 27(1): 1-16. DOI: https://doi.org/10.18848/2327-7963/CGP/v27i01/1-16.  Scopus

Boakye, N.A.Y. and Linden, M-L. 2018. Extended strategy-use instruction to improve students’ reading proficiency In a content subject. Reading & Writing, 9 (1)  DOI: https://doi.org/10.4102/rw.v9i1.212   SciELO

Boakye, N.A. 2017c. Extensive reading in a tertiary reading programme: Students’ account of affective and Cognitive benefits. Reading & Writing, 8 (1): doi: 10.4102/rw.v8i1.153   SciELO

Boakye, N.A. 2017b. Efficacy of a reading intervention for first-year university students. Per Linguam, 33 (1): 1-24

Boakye, N.A. 2017a. Exploring students’ reading profiles as a needs analysis for a reading intervention programme. English Language Teaching, 10 (7): doi: 10.5539/elt.v10n7p158 DHET

Boakye, N.A. 2016b. The efficacy of socio-affective teaching strategies in a reading intervention: students’ views and opinions. Language Matters, 47 (3): 393-414. doi 10.1080/10228195.2016.1226379. ISI.

Boakye, N.A.N.Y. & Mai, MM. 2016a. A needs analysis for a discipline-specific reading intervention. English Language Teaching, 9(3): 235-247. Peer Reviewed

Boakye, N. A. Y. 2015a.The relationship between self-efficacy and reading proficiency of first-year students: An exploratory stud y. Reading and Writing Journal, 6(1) Art # 52, 9 pages. http;//dx.doi.org/10.4102/rw.v6i1.52.

Boakye, N. 2015b. The social dimension of reading literacy development in South Africa. International Journal of the Sociology of Language, 234:133-156. ISI.

Boakye, N., Sommerville, J. & Debusho, L. 2014. The relationship between socio-affective factors and reading ability: Implications for tertiary reading instruction. Journal for Language Teaching, 48 (1): 173 – 213.

Boakye, N. 2012.  A multifaceted model for designing L2 reading instruction at tertiary level. Journal for Language Learning (Per Linguam), 27(2): 111-128. DHET

Boakye, N. 2011. The influence of socio-affective factors on student’ reading ability. Journal of Hermeneutics, Art, Theory and Criticisms, (11): 38-53.   Peer Reviewed

Boakye, N. 2009. Students’ beliefs and perceptions about language learning: An investigation. NOTOS, The Journal of Second Languages and Intercultural Council, 9 (1): 28-37. Peer Reviewed

Boakye, N. & Southey, L. 2008. Investigating students’ motivations and attitudes towards reading. Journal for Language Teaching. 42 (2): 1-22. DHET

Boakye, N. 2007.  Investigating students’ beliefs about language learning. Per Linguam, 23 (2): 1-13. Scopus

 Boakye, N. 2004. Fossilisation:  A Case of Black South African Students. Intercultural and Second Languages Council Journal (NOTOS), 5 (1): 22-33. Peer-Reviewed

Books or chapters in books

Boakye, N. & Mbirimi, V. 2015. Multilingual pedagogy in higher education: Lecturers’ perceptions of translanguaging in promoting academic literacy. In Makalela, L (Ed). New Directions in language and literacy education for multilingual classrooms.

Conference Presentations

National: 

Olifant, T.  and Boakye, N. (2021) The relationship between learners’ access to reading materials and their reading motivation: comparing traditional classroom to online reading context. Paper presented at the annual LTASA conference at the University of  Kwa-Zulu Natal, Durban. 3 - 4 September 2021.

Boakye, N.A.Y., Cekiso, M.P. & Olifant, T. (2020). Learners’ reading practices and teachers’ expectations: A case study of two high schools in Gauteng. Presented at Afridig workshop for Melon Foundation Funding, Wiser-University of the Witswatersrand – virtual workshop, 4 July 2020

Boakye, N. 2019. Using multilingual and role-play strategies to improve first-year students’ reading of academic texts. Paper presented at the 14^th annual LITASA National conference at University of Cape Town, Cape Town. 12-14 July 2019.

Boakye, N. 2016. Exploring students’ reading profiles as a needs analysis for a reading intervention. Paper presented at the 11^th RASA National Literacy conference at Clarendon School, Pietermaritzburg.  2-5 September 2016.                                                                                                                  

Boakye, N. 2015. Improving completion rates in higher education: A needs analysis for discipline-specific reading intervention. Paper presented at the annual HELTASA conference at Potchefstroom University, Potchefstroom. 17-20 November 2015.

Boakye, N. 2015. ‘I felt like I could read more and more’: students’ account of how extensive reading improved their academic reading proficiency. Paper presented at the 9^th Pan-African Literacy for All and 10^th RASA National Literacy conference at the University of Cape Town, Cape Town. 2-5 September 2015

Boakye, N. & Mbirimi, V. 2014. Exploring students’ reading profiles as a needs analysis for a reading intervention programme: Evidence for change. Paper presented at the annual HELTASA conference at the University of the Free State, Bloemfontein. 17-21 November 2014.

Boakye, N. & Mbirimi, V. 2014. Multilingual pedagogy in higher education: Lecturers’ perceptions of translanguaging in promoting academic literacy. Paper presented at the International symposium on language and literacy education for multilingual classrooms at the University of the Witswatersrand, Johannesburg. 08 – 10 August 2014.

Boakye, N. 2013. Improving students’ reading literacy: A new approach in a changing landscape: Paper presented at the annual conference of the Higher Education Learning and Teaching Association of South Africa, UNISA, Pretoria, November 2013.

 Boakye, N. 2013. Self-efficacy: The silent factor in reading literacy development: Paper presented at the annual conference of the Reading Association of South Africa, Pridwin Preparatory School, Melrose Johannesburg, October 2013.

 Boakye, N. 2012. Towards academic success: Investigating reading literacy and socio-affective factors: Paper presented at the annual conference of the Higher Education Learning and Teaching Association of South Africa annual conference, Port Elizabeth, November 2012.

Boakye, N. 2012. Relationship between socio-affective factors and reading ability: Implication for reading instruction: Paper presented at the annual conference of the Reading Association of South Africa, Westville Girls’ High School, Durban, October 2012.

Boakye, N. 2010. A socio-affective model for designing L2 reading instruction at tertiary level: Paper presented at the annual Conference of the Higher Education Learning and Teaching Association of Southern Africa, University of Limpopo, Polokwane, November 2010.

Boakye, N. 2009. An investigation into the social dimension of reading at tertiary level: Paper presented at the annual conference of the Reading Association of South Africa, University of the Witswatersrand, Johannesburg, October 2009.

Boakye, N. 2008. Teaching academic reading skills to first year students: challenges and possible Solutions: Paper presented at the annual conference of the Reading Association of South Africa, University of Kwa-Zulu Natal, Durban, October 2008.

Boakye, N. 2007. The influence of Socio-affective factors on students’ reading comprehension: Annual conference of the Linguistic Society of Southern Africa/ South African Applied Linguists Association, North West University, Potchefstroom, July 2007.

Boakye, N. 2006. Investigating students’ beliefs about language learning: Annual conference of the  Higher Education of Learning and Teaching Association of South Africa Annual, Tshwane University of Technology, Pretoria, November 2006.

Boakye, N. 2003. Vagueness in women’s speech: subordinating or affective deference? Annual conference of the Linguistic Society of Southern Africa/ South African Applied Linguists Association, Rand Afrikaans University, Johannesburg, July 2003.  

Boakye, N. 2003. Fossilised expressions among native Xhosa speakers of English: 21st World Congress of the Federation Internationale Langues Vivantes, Rand Afrikaans University, Johannesburg, July 2003.

Boakye, N. 2003. Street remarks: Compliments or insults? Presented at a Departmental seminar, English Department, Walter Sisulu University, Mthatha, March 2003.

Boakye, N. 2001. The extensive use of the progressive by Xhosa Second Language speakers of English: Annual conference of the South African Association for Language Teaching, University of the Free State, Bloemfontein, July 2001.

Boakye, N. & Chaka, C. 1999. Tensing ESL Learners to zero effect.  A case of warriors without weapons: National Conference for Teachers of English, University of Natal, Durban, November 1999.

Boakye, N. 1998. Examining Proficiency levels in English L2 learners:  A focus on educational access of disadvantaged students: Annual conference of the South African Association for Academic Development, University of Fort Hare, Alice, December 1998.

Boakye, N. & Chisanga, T. 1997. Institutionalised varieties of English:  Generalisations and Limitations. Annual conference of the South African Linguists Association, University of the Witwatersrand, Johannesburg, July 1997.

Boakye, N. 1996. Shaping Academic Literacy in Tertiary Institutions: Annual conference of the South African Association of Academic Development, University of Zululand, December 1996.  

International

Boakye, NAY. (2021). Learners’ reading self-efficacy for online and print reading in two South African schools Paper presented at the 14th annual International Conference of Education, Research and Innovation (ICERI) – virtual conference at the University of in Seville, Spain, 8-9 November, 2021.

Olifant, T. and Boakye, NAY. (2021). A survey of grade 8 English first additional language learners’ online reading preferences and challenges Paper presented at the 28^th International Conference on Learning – virtual conference at the Jagiellonian University, Kraków, Poland, 5– 9 July, 2021.

Boakye, NAY. (2021) Using Role Play And Explicit Strategy Instruction To Improve First Year Students' Academic Reading Proficiency. Paper presented at the 28^th International Conference on Learning – virtual conference at the Jagiellonian University, Kraków, Poland, 5– 9 July, 2021.

Boakye, N.A.Y. (2020). Multidimensional approach to improve students’ reading proficiency. Paper presented at the 27th International Conference on Learning – virtual conference at the University of Valencia, Valencia, Spain. 13-15 July 2020.

Boakye, N. 2018. Improving students’ academic reading proficiency through tutorials: Does it work? Paper presented at the 54th UKLA International Conference, Cardiff, UK. 6 – 8 July 2018.

Boakye, NAY. 2017. Panel discussion member (Translaguaging) at the TLANG workshop at the University of Birmingham, Birmingham, UK 19 – 24 June 2017.

Boakye, NAY. 2017. Improving first-year Sociology students' reading abilities. Paper presented at the 53^RD annual UKLA international conference at the University of Strathclyde,  Glasgow, UK. 29 June – 2July 2017.

Teamwork and collaboration:

Boakye, N.Y. (University of Pretoria), Adika, G.S.K. and Anku, J. (University of Ghana) Project title: An integrated approach to improve the reading of academic texts: A case study of first-year students

Boakye, N.A.Y. (University of Pretoria), Cekiso, M.P. and Olifant, T. (Tshwane University of Technology) Project title: Learners’ reading practices and teachers’ expectations: A case study of two high schools in Gauteng